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All Journal Journal of Languages and Language Teaching JISIP: Jurnal Ilmu Sosial dan Pendidikan JUPE : Jurnal Pendidikan Mandala Cakrawala Linguista Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP JOLLT Journal of Languages and Language Teaching JURNAL ILMIAH GLOBAL EDUCATION Edukasia: Jurnal Pendidikan dan Pembelajaran SWARNA Alinea: Jurnal Bahasa, Sastra, dan Pengajaran DEVOTE: Jurnal Pengabdian Masyarakat Global Innovative: Journal Of Social Science Research INSANTA: JURNAL PENGABDIAN KEPADA MASYARAKAT Jurnal Asimilasi Pendidikan BEGIBUNG: Jurnal Penelitian Multidisiplin SWARNA: Jurnal Pengabdian Kepada Masyarakat Journal of Advance in Language, Literature, and Education International Journal of Social Sciences and Humanities
Yulandari, Evi Safitri
Institut Pendidikan Nusantara Global
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Nursing Physics Public Health Social Sciences Other

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PERAN ORANG TUA DALAM PENERAPAN STRATEGI KELUARGA DWIBAHASA SEBAGAI UPAYA PELESTARIAN BAHASA SASAK Baiq Yulia Kurnia Wahidah; Wahidatul Murtafi’ah; Evi Safitri Yulandari
Devote: Jurnal Pengabdian Masyarakat Global Vol. 5 No. 2 (2026): Devote : Jurnal Pengabdian Masyarakat Global, June 2026
Publisher : LPPM Institut Pendidikan Nusantara Global

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/devote.v5i2.6443

Abstract

The shift from regional languages ​​to the national language is now a widespread phenomenon in the domestic sphere of the Sasak community. This study aims to explain the role of parents in implementing a bilingual family strategy (bilingualism) as a concrete effort to maintain and preserve the Sasak language within the family environment. The approach used was descriptive qualitative. Data were collected through in-depth interviews, participant observation, and open-ended questionnaires with Sasak parents in Lombok. Field findings indicate that parents implement three main strategies: the One Parent, One Language (OPOL) method, limiting the scope of language use (Sasak for the domestic sphere), and guided code-switching. The main obstacles faced include the dominant use of the national language and the lack of Sasak-language educational media for children. The consistent implementation of the bilingual strategy has proven effective as the first foundation for preventing language shift.
Emotionally Intelligent Teaching Method: Integrating Social-Emotional Learning (SEL) into EFL Pedagogy in Islamic Senior High Schools of Lombok Hendra Suryadi; Evi Safitri Yulandari; M. Reka Jaya
Alinea: Jurnal Bahasa, Sastra dan Pengajaran Vol. 5 No. 2 (2025): Alinea: Jurnal Bahasa, Sastra, dan Pengajaran
Publisher : Bale Literasi: Lembaga Riset, Pelatihan & Edukasi, Sosial, Publikasi

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Abstract

This study proposes and empirically examines an Emotionally Intelligent Teaching Method (EITM) that integrates Social-Emotional Learning (SEL) principles into EFL pedagogy in Islamic Senior High Schools across Lombok, Indonesia. Drawing on Mayer and Salovey's Emotional Intelligence Theory and CASEL's five SEL competencies, this quasi-experimental mixed-method research involved 120 students and 10 EFL teachers across three schools. The treatment group received 10 weeks of SEL-infused instruction embedded in communicative tasks, reflective journals, and peer interaction, while the control group followed the standard communicative approach. Quantitative data were collected using pre- and post-tests of language performance and emotional intelligence, while qualitative data were drawn from classroom observations, teacher interviews, and student reflective logs. Results revealed significant improvement in both language achievement (Cohen's d = 0.84, p < .01) and emotional intelligence (?² = .27) in the experimental group, compared with minimal changes in the control group. Qualitative findings confirmed that integrating SEL strategies fostered student motivation, empathy, and confidence in language interaction, aligning with the Islamic values of akhlaq (character) and ukhuwah (social harmony). These outcomes underscore that embedding SEL into EFL teaching not only enhances linguistic competence but also cultivates affective and interpersonal dimensions of learning. The study contributes theoretically to ELT by expanding task-based and affective pedagogy models, and practically by providing a replicable framework for emotionally intelligent teaching in religious schooling contexts.
IMPROVING STUDENT’S VOCABULARY MASTERY THROUGH ENGLISH SONG IN SEVENTH GRADE JUNIOR HIGH SCHOOL Siti Mardiah Zurriatun; Ahmad Zuhri Rosyidi; Evi Safitri Yulandari
JURNAL ASIMILASI PENDIDIKAN Vol. 2 No. 1 (2024): Jurnal Asimilasi Pendidikan
Publisher : LEMBAGA PENELITIAN DAN PENDIDIKAN (LPP) ARROSYIDIN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61924/jasmin.v2i1.27

Abstract

The purpose of this research is to improve students' vocabulary mastery through English songs. This research was Classroom Action Research with conducted in two cycles, each consisting of planning, action, observation, and reflection. Data is collected through qualitative and quantitative data. Qualitative data obtained by interviews and observation results. Then, quantitative data were obtained from the students' vocabulary scores from the pre-test, post-test. Based on the results of this study, it showed that there was progress in students' vocabulary mastery, as seen from the average pretest score of 66.07, the average posttest 1 score was 72.14, and the average posttest score. cycle 2 is 78.93. In addition, there were 5 students (18%) who passed the Standard of minimum completeness of mastery learning on the pretest. Whereas in cycle 1 there were 15 students (54%) who passed Standard of minimum completeness, and it was obtained in the post test cycle 2 that there were 24 students (86%) who passed. It means that, the Standard of minimum completeness of mastery learning was achieved. Then, the results show an increase and a positive response in the learning process of teaching vocabulary through English songs. Furthermore, the results of observations and interviews show that students are motivated in the teaching and learning process when using this English song.
Co-Authors Agus Darma Putra Ahmad Tarmizi Ahmad Tarmizi Ahmad Zuhri Rosyidi Arif Rahman Arif Rahman ATIKA SALMAN PARIS Baiq Yulia Kurnia Wahidah, Baiq Yulia Kurnia Bidarita Widiati Burhan, Zakir Hadi, M Wahyu Hendra Suryadi Januardi, Dedi M. Reka Jaya M. Wahyu Hadi Masyudi Maulida, Zihori Muhammad Wahyu Hadi Mul Muliadi Mul Muliadi Muliadi, Mul Salman Alfarisi Siti Mardiah Zurriatun Sukisno Sukisno, Sukisno Wahidatul Murtafi’ah Yorman